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On the campus of the first state university founded in the Louisiana Purchase stands a granite obelisk which once marked the grave of Thomas Jefferson. Here, each year on the anniversary of his birth, April 13, the student body honors him as the author of the Declaration of Independence, and for his inspired leadership in the purchase of the Territory of Louisiana which fixed the destiny of this nation as a world power. Perhaps the greatest tribute paid him at these ceremonies is the realization, through the student body, as through such groups in all land-grant colleges, of his dream of a state-supported institution whose purpose it is to educate. for democracy. Thomas Jefferson's vision of education for democracy was brought to fruition in the Morrill Act of I862 which made possible the democratization of higher education by its provision for a system of scientific, technical, and practical education permanently endowed through grants of public land. The University of Missouri became the first land-grant college west of the Mississippi, February 11, I870. ; The Jefferson monument at the University of Missouri / William Peden -- Jefferson's vision realized in the purchase of Louisiana / Frank F. Stephens -- Missouri founds the first state university in Louisiana Territory / Fred C. Robins.

Partial contents: Structure and process; The UNU's agenda: global learning; Key themes: global life support and governance.

This book examines the transformative power and the limitations of one of Europe's most significant university reforms from an ethnographic and historical perspective. It incorporates voices positioned across university and policy-making hierarchies in its analysis of how Danish universities have been transformed. To do this, the book continually juxtaposes two meanings of 'enactment': a top-down view based on laws and institutional power, and a bottom-up view of multiple actors shaping their institution in day-to-day life and in actively contested changes. By conceiving of the university as 'enacted' in both ways at once, the book explores how and why the university comes to be imagined and instantiated in new ways. 0The book traces the arguments for reform through a two-decade long, dynamic struggle between international forums and national industrial, political and academic interests over the definition of the university. It discusses which ideas finally became dominant and how this happened. It looks at government reforms from 2003 onwards, and, by means of notable 'telling moments', explains how the governance and management of the university were transformed. It examines how academics found room to manoeuvre between contesting discourses that affect their identity and work. Finally, it shows how students engaged with new versions of historical debates about their participation in shaping their own education, their institution and society

Freedom of debate and assembly treated as 'sedition' This article is a shortened version of a pamphlet published in May 1983 by the 'Committee for the Release of Political Prisoners in Kenya'. The committee was formed in London in July 1982 in response to the arrests, detentions and attacks on Kenya's intellectual, political and cultural life.